Research On Application Of The Process Genre Approach To English Writing Instruction In Senior High School

English Curriculum Standards for Senior High School(2017)clearly indicates that writing competence is one of the key expressive skills and teaching objectives.However,lacking in the guidance of effective teaching theories,there are still many problems in current English writing instruction in senior high school.The teaching of writing is considered to be laborious and inefficient in spite of its importance.Therefore,the thesis aims to explore an effective teaching model to improve English writing instruction in senior high school.The process genre approach has significant influence on English writing instruction.Domestic researches on the process genre approach are mostly applied to college English writing,but there are insufficient studies of its application to writing instruction in senior high school.Since it embodies the ideas of new Curriculum Standards and meets the needs of senior students,the present research attempts to apply the process genre approach to writing instruction in senior high school to improve students’ writing competence and motivation.The thesis presents the process genre teaching model by elaborating its specific application model and teaching procedures from three main stages: information input before writing,information output during writing and reflection after writing.Each stage can be further subdivided as several teaching steps.The teaching process is student-centered with the emphasis of the teacher’s guidance.It provides enough input and makes students realize the writing purpose and discourse construction through pre-writing tasks.It focuses on the writing process based on cooperative learning.It enables students to combine the language knowledge as wording,paragraph,discourse and text with syntactic expressive skills to create the first draft and modify to final draft.Based on the teaching experiment of the process genre writing teaching model,the thesis tries to verify its effectiveness in writing instruction.It includes the following research hypotheses: first,compared with the traditional writing instruction,the process genre teaching model is more effective in improving students’ English writing performance and writing competence;second,the process genre teaching model contributes to stimulating students’ interest,motivation and confidence in writing;third,it helps senior high school students develop good writing habits and positive learning attitudes through the process genre teaching model.With the guidance of teaching experience,the author conducts a 17-week teaching experiment and takes two classes of Senior Two from No.3 Experimental Senior High School in Xinyang as research subjects.The two classes involved have basically identical writing level.The author selects Class 3 as the experimental class where the process genre writing approach is adopted,and Class 4 as the control class with traditional writing instruction.During the experiment,the author carries out writing tests and questionnaires in both classes to testify the teaching effect,and makes an interview with some students to know their learning experience.Then the author collects and analyzes the data,results of the experiment by software SPSS 22.0 to make comparisons between the two classes.The results show that the process genre teaching model can significantly improve students’ writing competence,yield positive effects in stimulating their writing motivation and interest,and forming good writing habits.The research finally summarizes the pedagogical implications and puts forward noticeable suggestions for improvement.